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files (11)comceptmapdirection.pdf
conceptmaptemplate.docx
ncjmmt.docx
example.pdf
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comceptmapdirection.pdf
WGU Nursing Concept Map Directions
Revised 11/21/2025
WGU Nursing Concept Map Task The Concept Map must focus on a patient encounter from the scheduled clinical experience for this course. WGU may verify this with the Clinical Instructor.
Clinical Experience Information (3 parts): 1. Location (facility name, hospital unit if applicable, city, and state) of your clinical experience: Be sure
to include the three required parts. Use the Concept Map Template Word document for a fillable template.
2. Dates of your clinical experience: Include the dates of the clinical experience associated with this
specific course. If currently in clinicals, use “Present” to indicate your final date (MM/DD/YYYY - MM/DD/YYYY) or (MM/DD/YYYY – Present)
3. Type of patients you encountered during your clinical experience (e.g., obstetric, pediatric, adult,
students, critical care, etc.): This should be a very brief identification. No summary is needed. Use the Concept Map Template Word document for a fillable template.
Note: To protect your patient’s privacy, do not include patient identifying information (e.g., patient name, date of birth, etc.).
Complete the Concept Map: Approved Focus Topic (disease process, disorder, or injury):
Identify the primary disease process, disorder, or injury. The selected disease process, disorder, or injury will be the primary focus or concept for the remainder of the concept map (e.g., pneumonia, influenza, gestational diabetes, etc.). Do not identify symptoms of a condition as your focus topic (e.g., fever, pain, wheezing). You are highly encouraged to meet with your Clinical Instructor to discuss topic selection.
Use the Concept Map Template Word document for a fillable template.
A. Disease Process/Pathophysiology/Risk Factors
WGU Nursing Concept Map Directions
Revised 11/21/2025
Pathophysiology: Add detailed information on pathophysiology for the focus concept/topic identified above. Explain how the disease process, disorder, or injury affects body system functions, rather than defining the condition.
Risk Factors: List the risk factors for the development of the disease process, disorder, or injury. What increases a person’s risk for developing what you are seeing in your patient?
B. Recognizing Cues (List) – List at least four cues that you recognize after assessing your patient. The cues should be relevant to the patient’s current condition (the focus topic). Identify relevant and important information from a variety of sources (medical records, signs and symptoms, and vital signs).
What does the patient look like?
What are the patient’s complaints?
Does the patient have any medical history that would indicate this could be a problem?
What are the patient’s relevant vital signs?
1. Use the Concept Map Template Word document for a fillable template. 2. 3. 4.
C. Analyzing Cues - Supporting (Statements) - Select three cues from your recognizing cues list (Aspect B) that are connected to the selected systems disease process/disorder/injury, and provide analysis statements that explain how these cues are connected to systems disease process/disorder/injury.
1. Use the Concept Map Template Word document for a fillable template. 2. 3.
C1. Analyzing Cues – Concerning (List) - From the supporting cues (Analysis Statements Aspect C), select two cues of top concern and list them here.
1. Use the Concept Map Template Word document for a fillable template. 2.
WGU Nursing Concept Map Directions
Revised 11/21/2025
D. Prioritized Hypotheses - Develop three hypotheses that predict the potential positive impacts of recommended nursing interventions. List them in order of priority.
The hypotheses should include a predictive component that outlines what positive impact could occur if a nursing intervention is performed.
Focus on nursing interventions (e.g., pain management, oxygen therapy, fluid resuscitation, education, and safety measures), rather than physician-performed interventions (e.g., prescribing, surgery, and diagnostics).
1. Use the Concept Map Template Word document for a fillable template. 2. 3.
Corresponding Solutions (Goals), Actions, and Outcomes E. Generated Solutions - Add four generated solutions/nursing actions that could be performed and
include the desired positive impacts/goals. Use your hypotheses to generate four interventions that you would prioritize when
planning the care for the patient. Each intervention should be connected to an anticipated outcome or desired goal. Why
would you perform this intervention? What is the desired result for this specific patient? Remember to focus on nursing actions, not physician-performed actions. The Solution/Goal statements should fully correspond with the Take Actions and
Outcomes Evaluation statements (Aspects F & G).
1. Use the Concept Map Template Word document for a fillable template. 2. 3. 4.
F. Take Actions - Provide details on four nursing actions that were performed in order of priority. List the nursing actions observed or performed while participating in the patient’s care. Remember to focus on nursing actions, not physician-performed actions. The Take Actions statements should fully correspond with the Solutions/Goals and Outcomes
Evaluation statements (Aspects E & G). 1. Use the Concept Map Template Word document for a fillable template. 2. 3. 4.
WGU Nursing Concept Map Directions
Revised 11/21/2025
G. Evaluations Outcomes - Add four outcome statements that evaluate the effectiveness of the performed actions and goal progress: Include details on whether the patient met the goals established in Aspect E after completing
the nursing actions listed in Aspect F. Some goals will not be met. In this case, outline the patient’s partial progress or lack of
progress. Sometimes the actions will not produce the desired outcomes. Offer a true view of the
patient’s status at the end of your clinical shift. 1. Use the Concept Map Template Word document for a fillable template. 2. 3. 4.
conceptmaptemplate.docx
Clinical Experience Information
Facility name, type, location:
Dates of clinical experience:
Type of patients you encountered during your clinical experience (e.g., obstetric, pediatric, adult, students, critical care, etc.):
Note: To protect your patient’s privacy, do not include patient identifying information (e.g., patient name, date of birth, etc.).
WGU Nursing Concept Map Template
Revised 02/02/2026
WGU Nursing Concept Map Task
The Concept Map must focus on a patient encounter from the scheduled clinical experience for this course. WGU may verify this with the Clinical Instructor.
Complete the Concept Map:
Approved Focus Topic (disease process, disorder, or injury):
· (Insert approved topic here)
A. Disease Process/Pathophysiology/Risk Factors
· Pathophysiology:
· Risk Factors:
B. Recognizing Cues (List)
2.
4.
C. Analyzing Cues - Supporting (Statements)
1.
2.
3.
C1. Analyzing Cues – Concerning (List)
1.
2.
D. Prioritized Hypotheses
1.
2.
3.
Corresponding Solutions (Goals), Actions, and Outcomes
E. Generated Solutions
1.
2.
3.
4.
F. Take Actions
1.
2.
3.
4.
1.
2.
3.
4.
ncjmmt.docx
YNM1 Task 2
<Assessment Code: Task Title> <Attachment Title>
Problem-Based Care Planning with NCJMM Competencies:
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Assessment (Recognizing Cues) Which patient information is relevant? What patient data is most important? Which patient information is of immediate concern? Consider signs and symptoms, lab work, patient statements, H & P, and others. Consider subjective and objective data. |
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Analysis (Analyzing Cues) Which patient conditions are consistent with the cues? Do the cues support a particular patient condition? What cues are a cause for concern? What other information would help to establish the significance of a cue? |
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Analysis (Prioritizing Hypotheses) What explanations are most likely? What is the most serious explanation? What is the priority order for safe and effective care? |
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Planning (Generate Solutions) What are the desirable outcomes? What interventions can achieve these outcomes? What should be avoided? (SMART Planning- specific, measurable, attainable, realistic/relevant, time-restricted goal setting) |
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Implementation (Take Actions) How should the intervention or combination of interventions be performed, requested, communicated, taught, etc? What are the priority interventions? (Mark with asterisk |
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Evaluation (Evaluating Outcomes) What signs point to improving/declining/unchanged status? What interventions were effective? Are there other interventions that could be more effective? Did the patient’s care outlook or status improve? |
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example.pdf
WGU Nursing Concept Map Example
Revised 11/21/2025
WGU Nursing Concept Map Task The Concept Map must focus on a patient encounter from the scheduled clinical experience for this course. WGU may verify this with the Clinical Instructor.
Clinical Experience Information (3 parts): 1. Location (facility name, hospital unit if applicable, city, and state) of your clinical experience:
Texas Health Resources Medical Surgical Unit C5 Plano, Texas
2. Dates of your clinical experience:
(11/1/2025 – 11/21/2025)
3. Type of patients you encountered during your clinical experience (e.g., obstetric, pediatric, adult,
students, critical care, etc.): Acute care adult patients
Note: To protect your patient’s privacy, do not include patient identifying information (e.g., patient name, date of birth, etc.).
Complete the Concept Map: Approved Focus Topic (disease process, disorder, or injury):
Urinary Tract Infection
A. Disease Process/Pathophysiology/Risk Factors
Pathophysiology: The organisms that cause UTIs originate in the perineum. They are introduced via the ascending route, starting from the urethra and progressing up into the bladder, and potentially higher up to the kidneys. This is caused by the gram-negative bacilli that are normally found in the GI system. Gram-positive bacilli can also cause UTIs. The body's immune system responds to the infection, resulting in inflammation of the bladder (cystitis).
WGU Nursing Concept Map Example
Revised 11/21/2025
Risk Factors: Catheterization, cystoscopy examinations, prior trauma to the urethra, urinary retention, improper hygiene, and sexual intercourse
B. Recognizing Cues (List)
1. Painful urination 2. Abdominal pain 3. Back pain 4. Fever (101.5°F) 5. History of recurrent UTIs 6. Current complaint – unable to empty bladder
C. Analyzing Cues - Supporting (Statements) 1. Fever due to the body’s response to infection 2. Urinary retention due to inflammation 3. Back pain due to a full bladder and inflammation
C1. Analyzing Cues – Concerning (List)
1. Pain 2. Urinary retention
D. Prioritized Hypotheses
1. There is a good likelihood that prescribed antibiotic administration will decrease the bacterial count in the urine and therefore eradicate the infection.
2. There is a likelihood that increased fluid intake will increase the frequency of urination and dilute the urine, which will decrease the irritability of the bladder and clear the bacteria.
3. There is a decreased risk of recurrent infections when the patient is educated on the importance of proper hygiene, medication adherence, increased fluid intake, and all other risk factors with verbalization of understanding.
Corresponding Solutions (Goals), Actions, and Outcomes E. Generated Solutions
1. The patient’s fever and inflammation will decrease due to increased fluid intake and the administration of prescribed antibiotics.
2. The patient will increase fluid intake and have light straw-colored urine after education on the importance of hydration.
WGU Nursing Concept Map Example
Revised 11/21/2025
3. The patient’s pain with urination will decrease due to the timely administration of prescribed phenazopyridine.
4. The patient will demonstrate increased knowledge of UTI prevention measures after targeted education is provided.
F. Take Actions 1. Administered prescribed antibiotics and documented in the EHR - TMP/SMX 800mg by
mouth every 12 hours 2. Performed frequent pain assessments and administered prescribed phenazopyridine and
documented in the EHR. 3. Educated the patient on the importance of hydration, encouraged fluid intake of 8 ounces
every three hours during the clinical shift, provided fresh water within reach, and documented intake in the EHR.
4. Educated the patient on the risk factors and prevention methods during each encounter and provided a facility-approved handout.
G. Evaluations Outcomes 1. The patient's fever decreased to 99.0, and the patient reported feeling able to empty their
bladder. 2. The patient drank 8 ounces of water four times during the clinical shift (a total of 32 ounces
documented in the EHR), and the urine color is a light straw color. 3. The patient reported a pain level of zero at the end of the clinical shift. 4. The patient verbalized understanding of the risk factors and prevention measures for UTI at
the end of the clinical shift.
